FPU’s Meaning, Quality, and Integrity of Degrees (MQID)

This post written by Dr. Cindy Carter, Dean for Degree Completion and Accreditation.

This week the Continuous Improvement Committee, with community-wide representation, gathered again to address more questions about FPU’s accreditation themes:  1) Student Achievement and Assessment, 2) Diversity, 3) Resources, 4) Writing, 5) Critical Thinking, and 6) Academic Rigor. In addition to reviewing the related committees, accreditation timeline, structure, and purpose, members worked in small groups to tackle questions from the Proposal and the CPR.  Initial discussions centered around what data was needed for three of the accreditation themes and where that data could be obtained.  

There is a great deal of talk in higher education these days about the “Meaning, Quality, and Integrity” of University degrees. FPU’s sixth accreditation theme, Academic Rigor, addresses these topics in addition to the differences between degree levels (Bachelors and Masters).  How are we to understand and respond to meaning, quality, and integrity prompts, and what are the operative questions? 

When we look at each word with respect toward what we love to serve, love to do, and love to confirm, we are on solid ground.  See what that intersection looks like and the questions that arise in each area.


What do we love to serve?  What are we tending in the world?

  • What is unique about FPU’s mission, vision, values, and ‘Idea’ and how do they relate to our degree(s)?
  • What are the world’s unique needs to which we respond through our degree(s)?
  • What are the regional, cultural, demographic, and economic needs to which we respond?
  • What are the licensing, certification, and other stakeholder needs to which we respond?
  • What in the community does this degree prevent or enhance?


               How do we love to serve and how do we know that we are serving effectively? 

  • How do FPU degrees contribute to community ‘health’? How do we know?
  • What metrics guide the quality of our interventions?
  • How is the quality of service revealed through success rates?


               What do we love to see as a result of our service?

  • How do we know that our delivery is consistent across time and across diverse populations?
  • In what various ways have we made assessment a primary function?
  • How do we know that our degrees are serving the intended purposes? 
  • How do student learning outcomes stand the test of time?             

               What do we love to say about how things have changed? 

  • How have we communicated our effectiveness across the institution and community?

Throughout our accreditation process and beyond, FPU will continue to explore how what we love generates effective transformation for diverse population.